Making+Evidence+Based+Claims

Topic
toc Students will choose from a variety of fiction and non-fiction texts in order to make an evidence-based claim about the topic or topics addressed. Making an evidence-based claim is a two-part skill. The first part of the skill involves students extracting detailed information from a text and grasping how it is conveyed. The second part of the skill requires students to use the information gleaned from the text to make claims.

How do you use textual evidence to make a claim?
 * Essential Question **

Common Core Standards
**RI.3** Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
 * RI.1, RL.1** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
 * RI.2** Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * RL. 3** Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * RL.5** Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
 * RL. 6** Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
 * W.2** Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
 * W.4** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * W.9** Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * SL.1** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grades 9–10 topics//, //texts//, //and issues//, building on others’ ideas and expressing their own clearly and persuasively.

Suggested Student Objectives
SWBAT
 * extract detailed information from a text
 * conduct a close reading of a text
 * identify how textual details are conveyed
 * develop the capacity to analyze texts
 * connect information in literal, inferential, and sometimes novel ways
 * engage and interact with the texts in a personal manner
 * understand and explain how they use details to develop and support a claim

Terminology/Academic Vocabulary

 * claim
 * evidence
 * reasoning
 * inference
 * point of view
 * perspective
 * characterization
 * reasoning

Required Novels and Novel Units
TBD

Suggested Additional Readings
//Speeches// //Essays// //Short Stories and Novels//
 * Marc Antony’s Oration from __Julius Caesar__ (Act III, Scene 2)
 * 1992 Democratic National Convention Address, Elizabeth Glaser
 * Farewell to Baseball Address, Lou Gehrig
 * Opening Statement to Judiciary Committee, Anita Hill
 * “Television News Coverage,” Spiro Agnew
 * Civil Rights Address, John F. Kennedy
 * “Duty, Honor, Country,” General Douglas MacArthur
 * Remarks on the Assassination of Martin Luther King, Jr., Robert Kennedy
 * “I’ve Been to the Mountaintop,” Martin Luther King, Jr.
 * “The Ballot or the Bullet,” Malcom X
 * Pearl Harbor Address to the Nation, Franklin Delano Roosevelt
 * After September 11, George W. Bush
 * “In this Place of Horror,” Pope Benedict XVI
 * “I Express my Shame,” Gerhard Schroeder
 * “Tribute to the Dog,” George Graham Vest
 * “A Plea for Mercy,” Clarence Darrow
 * Princess Diana’s Eulogy (“the most hunted person in the modern age”), Earl Spencer
 * “What is an American?”, Harold Ickes
 * “The Pleasure of Books,” William Lyon Phelps
 * “What Do Sumo Wrestlers and Schoolteachers Have in Common?,” Steven Levitt
 * “Now We Can Begin,” Crystal Eastman
 * “The Last Generation,” Cherrie Moraga
 * “A Modest Proposal,” Jonathan Swift
 * “Shooting an Elephant,” George Orwell
 * “The Fire Next Time,” James Baldwin
 * “Goodbye to All That,” Joan Didion
 * “The Devil-Baby at Hull House,” Jane Addams
 * “Consider the Lobster,” David Wallace Foster
 * “The Ugly Tourist,” Jamaica Kincaid
 * “Slouching Towards Bethlehem,” Joan Didion
 * “Shunned,” Meredith Hall
 * “The Fracking of Rachel Carson,” Sandra Steingraber
 * “Tell-Tale Heart,” Edgar Allen Poe
 * __The Maltese Falcon__, Dashiell Hammet
 * __Devil in a Blue Dress__, Walter Mosely
 * “A Scandal in Bohemia,” Sir Arthur Conan Doyle
 * __The Beekeeper’s Apprentice__, Laurie R. King
 * __The Curious Incident of the Dog in the Night-time__, Mark Haddon
 * “The Man Who Mistook His Wife for a Hat,” Oliver Sacks
 * __The Lost Painting__, Jonathan Harr

//Poetry//
 * “Musee des Beaux Arts,” W.H. Auden
 * “One Art,” Elizabeth Bishop
 * “In the Waiting Room,” Elizabeth Bishop

Resource Links
[|Common Core Resources] (General)

//Reading Material// // Making a Claim and Using Evidence //
 * [|American Rhetoric]
 * [|The Guardian]
 * [|The History Place]
 * [|What a claim is and how to make one]
 * How to make a claim/thesis statement
 * Developing a Claim
 * **Powerpoint from Jodi Wheeler-Toppen:** How Do You Know That? Helping Students Write About Claims and Evidence

//Handouts and Graphic Organizers//
 * Common Core Constructed Response Organizer
 * Making Evidence Based Claims – Engage NY Unit Plan (Download the file and there will be a zip file that opens. There is a folder specifically devoted to handouts and graphic organizers.)
 * Common Core Rubrics and Graphic Organizers

Activities

 * Socratic Seminar: Supporting Claims and Counterclaims
 * Text Analysis – Questions and Symbols
 * Evidence and Arguments: Multiple Ways of Experiencing a Text
 * “Lou Gehrig: The Luckiest Man” and “The Night of San Juan”

Assessments

 * Assessment 1: The Power of New Media


 * Assessment 2: Students will conduct a close reading of two texts, one fiction and nonfiction. After reading and annotating the text, students will complete a graphic organizer outlining their claims and the evidence they are going to use to support the claims. Using the graphic organizers, students will write a paragraph for each text and include the following: a claim, evidence to support the claim, correct citations, and analysis of the text.